Using Student Peer Feedback in Online Discussions
Summary: As a result of this presentation, attendees will
• be able to describe how peer feedback can be used in asynchronous online discussions
• be able to identify the benefits and limitations of this approach
• view a demonstration of a Blackboard tool for utilizing peer feedback in online discussions
• learn how faculty members in different disciplines have utilized this approach
Description:
Asynchronous online discussions are one of the most widely used instructional activities in online and blended learning environments. In purely online courses, they serve as a stand-in for the dialogue and interchange that are typical of most face-to-face courses, while in blended or hybrid courses they can extend interactions beyond the confines of the classroom to increase students’ engagement with the content and with one another. They have been shown to promote learning and contribute to a sense of community among learners. However, there are challenges associated with creating quality online discussions. For one, if online discussions are to be effective for promoting students’ learning, the students must receive regular and consistent feedback about their contributions in order to know how they are doing and how they can improve. Providing this feedback can be labor-intensive and time-consuming for the faculty instructor. One possible solution is for students to provide feedback on the quality of peers' contributions. The use of peer feedback in asynchronous online discussions provides learning opportunities for both the givers and receivers of the feedback while simultaneously easing the demands on instructors.
This session will examine the use of peer feedback in asynchronous online discussions, including benefits, limitations, and tips for faculty members interested in utilizing this approach in their own courses. The presenters are part of a team of researchers that is investigating peer feedback in online discussions in a project supported by the Fund for the Improvement of Post-Secondary Education. To date, the project has studied the integration of online discussions with peer feedback in large undergraduate courses in both engineering and education over a period of two years. The project is currently investigating the expansion of this approach to courses in other disciplines including English, audiology, and veterinary medicine.
Results to date suggest that students with little prior experience with this approach can quickly learn how to participate in online discussions with peer feedback. A tool for providing peer feedback in online discussions in Blackboard will be demonstrated. Findings suggest that faculty and students perceive advantages and limitations to this approach. Faculty members who have had experience conducting online discussions with peer feedback will share their perspectives and advice for others who might be interested in trying this approach.
This session will examine the use of peer feedback in asynchronous online discussions, including benefits, limitations, and tips for faculty members interested in utilizing this approach in their own courses. The presenters are part of a team of researchers that is investigating peer feedback in online discussions in a project supported by the Fund for the Improvement of Post-Secondary Education. To date, the project has studied the integration of online discussions with peer feedback in large undergraduate courses in both engineering and education over a period of two years. The project is currently investigating the expansion of this approach to courses in other disciplines including English, audiology, and veterinary medicine.
Results to date suggest that students with little prior experience with this approach can quickly learn how to participate in online discussions with peer feedback. A tool for providing peer feedback in online discussions in Blackboard will be demonstrated. Findings suggest that faculty and students perceive advantages and limitations to this approach. Faculty members who have had experience conducting online discussions with peer feedback will share their perspectives and advice for others who might be interested in trying this approach.
James Lehman
Professor and Head
Purdue University
Professor and Head
Purdue University
James D. Lehman is Professor of Educational Technology and Head of the Department of Curriculum and Instruction in the College of Education at Purdue University. He teaches classes on the educational applications of computers, interactive multimedia, and distance learning. His research interests include interactive multimedia design and technology-mediated distance learning. He is a co-author of the book Educational Technology for Teaching and Learning and has written numerous articles about the uses of technology in education.
Jennifer Richardson
Associate Professor or Educational Technology
Purdue University
Associate Professor or Educational Technology
Purdue University
Jennifer Richardson is Associate Professor of Educational Technology in the College of Education at Purdue University. She teaches classes on the classroom integration of technology, hypermedia, and distance learning. Her research focuses on online learning and factors that influence learning online. She is Co-PI of a FIPSE grant project entitled, "Increasing Access to Quality Learning through Effective Use of Peer Feedback in Online Discussions."
Peggy Ertmer
Professor of Educational Technology
Purdue University
Professor of Educational Technology
Purdue University
Peg Ertmer is Professor of Educational Technology in the College of Education at Purdue University. She teaches classes on foundations of educational technology and instructional design. Her research focuses on student-centered learning and instructional strategies such as case-based and problem-centered learning. She is Co-PI of a FIPSE grant project entitled, "Increasing Access to Quality Learning through Effective Use of Peer Feedback in Online Discussions."